@misc{44869,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, ZBl 1512.01037}},
  title        = {{{Bolzano, Bernard. Briefe an Michael Josef Fesl 1841–1845. hg. v. Otto Neumaier, Frommann-Holzboog, Eckhart Holzboog: Stuttgart-Bad Cannstatt 2022 (Bernard Bolzano-Gesamtausgabe. Reihe III: Briefwechsel. Bd. 2.4). }}},
  year         = {{2023}},
}

@inbook{29139,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{Aristotle's Syllogism and the Creation of Modern Logic: Between Tradition and Innovation 1820-1930 (Bloomsbury Studies in the Aristotelian Tradition)}},
  editor       = {{Verburgt, Lukas M. and Cosci, Metteo}},
  pages        = {{113--127}},
  publisher    = {{Bloomsbury Academic}},
  title        = {{{Ernst Schöder's Algebra of Logic and the "Logic of the Ancient"}}},
  year         = {{2023}},
}

@misc{44877,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{Mathematical Reviews, MR4450759}},
  title        = {{{Wolfram, Stephen, "Dropping in on Gottfried Leibniz", in: Unravelling Complexity: The Life and Work of Gregory Chaitin, hg. v. Francisco Antonio Doria und Shyam Wuppuluri, World Scientific: Hackensack, NJ 2020, 49–81}}},
  year         = {{2023}},
}

@misc{44867,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl 1515.01010}},
  title        = {{{Bellomo, Anna/Guillaume Massas, "Bolzano’s Mathematical Infinite", The Review of Symbolic Logic 16, No. 1 (2023), 59–113}}},
  year         = {{2023}},
}

@misc{44874,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{Mathematical Reviews, MR4341825}},
  title        = {{{Nakano, Anderson, "On Ramsey’s Reason to Amend Principia Mathematica’s Logicism and Wittgenstein’s Reaction", Synthese 199 (2021), 2629–2646.}}},
  year         = {{2023}},
}

@article{55237,
  author       = {{Milkov, Nikolay}},
  journal      = {{Philosophy Study }},
  number       = {{10}},
  pages        = {{449--461}},
  title        = {{{The History of the Concept of Truth-making}}},
  doi          = {{10.17265/2159-5313/2023.0X.005}},
  volume       = {{13}},
  year         = {{2023}},
}

@article{54996,
  author       = {{Milkov, Nikolay}},
  journal      = {{Philosophy Study }},
  number       = {{10}},
  pages        = {{449--461}},
  title        = {{{The History of the Concept of Truth-making}}},
  doi          = {{10.17265/2159-5313/2023.0X.005}},
  volume       = {{13}},
  year         = {{2023}},
}

@article{45604,
  author       = {{Steinhardt, Isabel and Mauermeister, Sylvi and Schmidt, Rebecca}},
  issn         = {{0023-8333}},
  journal      = {{Language Learning}},
  keywords     = {{Open Science, Open Science Practices, Cultural Change}},
  publisher    = {{Wiley}},
  title        = {{{Open Research Practices and Cultural Change: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”}}},
  doi          = {{10.1111/lang.12583}},
  year         = {{2023}},
}

@unpublished{45402,
  abstract     = {{<p>The reproduction of social inequalities through artificial intelligence (AI) and machine learning via artificial neural networks (ANN) has been demonstrated empirically in various areas of society, for instance in policing and personnel hiring decisions. Yet, a broader discussion is missing to what extent ANN technological developments may affect the scientific enterprise and reinforce or mitigate existing structural inequalities in academia. Focusing on publications and citations as main currencies in science, the anticipated consequences of ChatGPT on the research communication of existing and new knowledges are discussed in three scenarios, which echo the social structures in academia.</p>}},
  author       = {{Wieczorek, Oliver and Steinhardt, Isabel and Schneijderberg, Christian and Schmidt, Rebecca and Mauermeister, Sylvi}},
  publisher    = {{Center for Open Science}},
  title        = {{{The Bot Delusion. ChatGPT and anticipated consequences for research communication}}},
  year         = {{2023}},
}

@misc{47143,
  author       = {{Mauermeister, Sylvi}},
  booktitle    = {{Research Ideas and Outcomes }},
  title        = {{{Review of: Open Citizen Science: fostering open knowledge with participation.}}},
  doi          = {{10.3897/rio.9.e96476.r391541}},
  volume       = {{9}},
  year         = {{2023}},
}

@misc{38103,
  author       = {{Peckhaus , Volker}},
  booktitle    = {{Zentralblatt für Mathematik und ihre Grenzgebiete}},
  title        = {{{Tschirk, Wolfgang.  "Vom Universum des Denkens. Eine Geistesgeschichte der Logik". Springer: Berlin 2022, xvii, 117 S.}}},
  year         = {{2023}},
}

@article{43094,
  abstract     = {{<jats:p />}},
  author       = {{Heck, Tamara and Steinhardt, Isabel and Rahal, Rima-Maria and Schubotz, Moritz and Scholl, Dominik and Behrens, Sarah}},
  issn         = {{2367-7163}},
  journal      = {{Research Ideas and Outcomes}},
  keywords     = {{Open Science}},
  publisher    = {{Pensoft Publishers}},
  title        = {{{Bootstrapping the Open Science culture: The fellowship approach}}},
  doi          = {{10.3897/rio.9.e103675}},
  volume       = {{9}},
  year         = {{2023}},
}

@article{45655,
  author       = {{FitzGerald, Clare and Fraser, Alec and Kimmitt, Jonathan and Knoll, Lisa and Williams, James}},
  issn         = {{1096-7494}},
  journal      = {{International Public Management Journal}},
  keywords     = {{Public Administration, Business and International Management}},
  number       = {{3}},
  pages        = {{329--338}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Outcomes-based contracting and public management reform: Lessons from a decade of experimentation}}},
  doi          = {{10.1080/10967494.2023.2170504}},
  volume       = {{26}},
  year         = {{2023}},
}

@article{47065,
  abstract     = {{The reform of the European academic landscape with the introduction of bachelor's and master's degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student's competences comprehensively are given.}},
  author       = {{Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas}},
  journal      = {{Enterprise Modelling and Information Systems Architectures}},
  keywords     = {{conceptual modeling, higher education, competence-oriented assessment, task analysis, graphical modeling}},
  title        = {{{Comparison of Required Competences and Task Material in Modeling Education}}},
  doi          = {{10.18417/EMISA.18.7}},
  volume       = {{18}},
  year         = {{2023}},
}

@article{47141,
  abstract     = {{The development of good conditions for research is an essential task of research institutions, which in practice is nowadays mostly performed by science managers. Research in the field of science management in Germany mainly refers to developments at universities, whereas little is known about the situation at so called non-university research organisations. At the same time, there are hardly any statistics on the size of the science management in Germa-ny. In order to take first steps towards exploring these parallel universes, this article presents a comparative mapping of science management at universities and non-university research organisations for Germany by drawing on a special analysis of the German Federal Statistical Office and an online survey.}},
  author       = {{Schneider, Sebastian and Mauermeister, Sylvi and Henke, Justus and Aust, Robert}},
  journal      = {{Hochschulmanagement. Zeitschrift für die Leitung, Entwicklung und Selbstverwaltung  von Hochschulen und Wissenschaftseinrichtungen.}},
  number       = {{18}},
  pages        = {{1--8}},
  title        = {{{Parallele Universen des Wissenschaftsmanagements? Ein Vergleich des Wissenschaftsmanagements an Hochschulen und außeruniversitären Forschungseinrichtungen in Deutschland.}}},
  volume       = {{1}},
  year         = {{2023}},
}

@inbook{47142,
  author       = {{Göbel, Claudia and Henke, Justus and Mauermeister, Sylvi and Pasternack, Peer}},
  booktitle    = {{Wissenschaftskommunikation, neu sortiert.}},
  editor       = {{Pasternack, Peer}},
  isbn         = {{978-3-658-39177-5}},
  pages        = {{195--204}},
  publisher    = {{Springer Fachmedien}},
  title        = {{{Citizen Science: Laien-Partizipation an Forschung}}},
  doi          = {{https://doi.org/10.1007/978-3-658-39177-5}},
  year         = {{2023}},
}

@article{47139,
  author       = {{de Angelis, Moira and Harles, Dorothea and Mauermeister, Sylvi and Aust, Robert}},
  issn         = {{0018-2974}},
  journal      = {{Das Hochschulwesen}},
  number       = {{71}},
  pages        = {{6--17}},
  title        = {{{Gesellschaftlich-demokratische Teilhabe: trotz hochschulischer oder durch hochschulische Bildung?}}},
  volume       = {{1+2}},
  year         = {{2023}},
}

@inproceedings{52866,
  author       = {{Sloane, Hannah Sabrina and Schmöckel, Sabrina}},
  location     = {{Belfast}},
  title        = {{{Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration)}}},
  year         = {{2023}},
}

@inproceedings{58358,
  author       = {{Depenbusch, Sarah and Schaper, Niclas and Schumacher, Jan-Philip}},
  location     = {{Kassel}},
  title        = {{{VR zur prospektiven und prozessbezogenen Kompetenzmodellierung (PKOM) im Kontext der digitalen Transformation}}},
  year         = {{2023}},
}

@inproceedings{58359,
  author       = {{Depenbusch, Sarah and Schaper, Niclas and Schumacher, Jan-Philip and Schürmann, Mirko}},
  location     = {{Katowice}},
  title        = {{{Using VR-based animation videos to support business process understanding and learning motivation in SMEs}}},
  year         = {{2023}},
}